Session 1: Mindful Assessment: The Essential Fluencies of Innovative Learning
Lee Watanabe Crockett, Founder and CEO, Wabisabi Learning
Schools throughout the world have been transforming learning, shifting to a holistic pedagogy designed to cultivate transfer skills. But the question remains how do we assess these critical encompassing skills? How do we assess problem-solving skills or creativity as well as project— and inquiry — based tasks?
As educators, what strategies can we use to give our students formative and summative feedback, and provide authentic and transparent assessment to inquiry and project-based learning tasks and activities?
Session 2: Principalship - are you ready yet?
Chris Franklin, Founder, AdValore Partners
Join Chris for an interactive session looking at your readiness to step in a Head role. Chris will talk you through how you can prepare for the role, step you through a self audit of readiness, and offer advice on recruitment and the interview process.
Session 3: From anxiety to empowerment: Identifying interventions that reduce academic worry in girls.
Linda Douglas & Cathryn Furey, Ruyton Girls' School, Vic
It is easy to believe things are okay as we see our teenage girls engage in a range of activities, achieve academically and maintain good friendships. Leonard Sax wrote ‘On the surface, she is the golden girl, inside, she is falling apart.’ King cites studies that show 54% of girls suffer an episode of depression or anxiety during their teens; almost double the percentage of boys and notes it is often the girls we see as highly accomplished who are suffering.
Ruyton commenced our Anxiety to Empowerment research in 2017. Over the last four years we have collected quantitative and student voice data related to academic worry, alongside the consistent use of a Data Driven Dialogue protocol to make sense of the data with student, teacher and parent groups. This process has supported our staff to collaboratively work towards an informed understanding of the assessment and reporting processes and structures that were contributing to our students’ academic worry.
Our central purpose in commencing this work was to understand better the motivation and engagement of our girls at Ruyton. As we became immersed in the data our purpose quickly moved to gaining a clearer understanding of what causes them anxiety, in particular academic worry. The focus of our School wide approach is empowering our girls to best navigate this world they occupy, through the review of our systems and processes at Ruyton but also through the way we empower them; how our wellbeing programme and interventions support them in their learning and living, with a specific focus on the cultural force of language and messaging around stress, anxiety and worry.
Workshop participants will be provided with a roadmap outlining how we defined academic worry, designed appropriate research questions, collected student voice data, and engaged stakeholders. Furthermore, we will share the interventions implemented as a result of this research, and the ongoing journey our School is taking to address students’ academic worry, including explicit teaching of the Academic Buoyancy cycle developed by Dr Andrew Martin and Associate Professor Rebecca Collie from UNSW, to ensure ongoing improvement of student learning and wellbeing.
Session 4: School improvement through a coaching approach
Mark Dowley, Crowther Centre - Brighton Grammar School, Vic
In this session we will explore the main drivers of school improvement and how a coaching approach can improve culture and learning outcomes. We focus on key programs that enable a culture of engagement, build cultural rituals and artifacts but also establish school wide and individual goals. The session will focus on a playbook of techniques you can use to implement a coaching approach in your school.
Attendees will learn about:
- coaching: practice, models, and data
- connect to a playbook of teaching techniques
- learn about the implementation process and how it can be used to implement a coaching culture in your school.
In this interactive session, you will firstly connect to the key drivers of School Improvement through research, anecdote and case study. Following this, we will share how a coaching approach to school improvement can lead to an improved school culture: one where there is support but also clarity. You will see evidence of a coaching culture in action through video as well as other work samples. Participants will connected to approaches to embed and enable a coaching culture to flourish including the major milestones over a 3 year period. Finally, there will be a plenary for participants to ask questions.